SCHOOL LEADERS’ ENGAGEMENT AND ITS ASSOCIATION WITH SCHOOLWIDE SUPPORTS AND PROGRAM FIDELITY: A SECONDARY DATA ANALYSIS OF POWERTEACHING MATH

secondary analysis;mathematics;cooperative learning;systems;leadership;professional learning communities (PLC);professional development;coaching;program fidelity;Education

Miller, Paul DSlavin, RobertE ;

Johns Hopkins University

关键词: secondary analysis;    mathematics;    cooperative learning;    systems;    leadership;    professional learning communities (PLC);    professional development;    coaching;    program fidelity;    Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60113/MILLER-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

This exploratory correlational study using archival program data explores school leaders’ engagement levels and its association with program supports and fidelity of PowerTeaching Math, a cooperative learning-based whole school reform model. Because evidence-based interventions often have variable effects in the real world, investigating factors that support program implementation is an important step in making sure that any future iterations of PowerTeaching Math have the necessary supports so that its ecosystem can work together to ensure student achievement outcomes are met. Results of this secondary analysis indicate that an engaged leader has a statistically significant impact on the levels of schoolwide supports and program fidelity (p = .017 and p = .018). Furthermore, there is a large practical significance between program variables under discussion (d = .61, and d = .61 respectively). Findings from this secondary analysis are intended for program developers to gain a deeper understanding of school leaders’ engagement and the role that it plays in the development of comprehensive schoolwide support systems and program fidelity.